Teachers' Written Feedback in Teaching Students' Recount Text Writing at Grade X MAN 2 Model Medan

This study investigates the types of written feedback that English teachers provide
on tenth-grade students' recount text writing at MAN 2 Model Medan, focusing
on the types used, how they are delivered, and why teachers prefer them. Using a
descriptive qualitative design, data were collected through document analysis of
60 students' recount text papers (30 from each of two teachers), classroom
observation, and semi-structured interviews. Data were analyzed using Ferris'
(2003) framework of written feedback types, with Dunkin and Biddle (1974) and
Gage (2009) explaining the reasoning behind the teachers' choices. The findings
showed that Teacher 1 relied primarily on direct feedback, crossing out errors and
writing the correct form above them, while Teacher 2 relied primarily on
metalinguistic feedback delivered through a color-coded system, with red marks
most frequently used for tense errors. Both teachers prioritized simple past tense,
the key feature of recount text. Teacher 1 corrected papers individually before
discussing common errors in class, while Teacher 2 explained her color system
before returning papers and reminded students to revise via WhatsApp. Teacher 1
chose direct feedback for her students' proficiency level, clarity, teaching
experience, and time constraints, while Teacher 2 chose metalinguistic feedback
to build student independence, influenced by professional training and large class
size. The study concludes that both feedback types are valuable in EFL writing
instruction, shaped by student proficiency, teaching philosophy, and classroom
constraints.